Concepções das gestora de um CMEI sobre o processo de avaliação da aprendizagem

Abstract

This paper addresses the evaluation of learning in Early Childhood Education. The motivation for this research arises from the following question: how is leaning assessment being conducted at a Municipal Center for Early Childhood Education (CMEI) in Baruenha, aiming to contribute to the students’ learning and development process? The general objective is to analyze the development of the learning assessment process by CMEI managers. The specif objectives include identifying the managers’ conceptions of learning assessment and understanding their perspectives of its process implemented at the CMEI. The theoretical framework is based on authors such as Depresbiteris (1999), Guerra (2003), Hoffmann (2014), Luckesi (2014), Perrenoud (2001), Raphael (1998), Sant’anna (2011), among others. The methodology involves conducting a virtual, descriptive field research with a qualitative approach. Two questionnaires were used as data collection instruments: a profile questionnaire and a closed-ended questionnaire on the research topic. The participants were two managers: the headteacher and a pedagogue. The study concludes that, for the managers, learning assessment is essential for the development of teaching and student learning. Both share mutual understanding that their educational practices should be guided by effective assessment practices, serving not only to evaluate students, but also as a tool for self-assessment. It becomes evident that learning assessment is not secondary in the educational scenario; on the contrary, it is a primary condition, as it serves not only the final purpose of educational stages but is fundamentally important throughout the entire process.